Helping Experienced Teachers with Classroom Management: An Experimental Study

A group of 11 experienced junior high school teachers, identified as having problems with classroom management, received materials and workshops based on findings from a large-scale descriptive study of classroom management. Observation data from two classes per teacher were used to assess the level of implementation by treatment group teachers. Results indicated that, as a group, the teachers who received the treatment did not use the recommended strategies significantly more than did the control group teachers. Interview data identified possible reasons for these findings. Because of the small sample size, the power of statistical tests to detect differences between the groups was weak. A survey of teachers' individual scores indicated this was not a homogeneous group of "poor managers"; several teachers evidenced few management problems. The presentation mode for management information was inappropriate for this group; no specific feedback was given. The teachers may not have perceived a match between their needs and research suggestions. Most of the rules, procedures, instructional plans, and materials were ones that the teachers had used before, and the teachers may have felt defensive after having been recommended by their principals as being among those who would find the materials useful. Seven detailed tables display report data. (Author/JD)